【新教材核心素养】人教版英语八下Unit 2 Stay Healthy 课时6 Section B 3a-3c（课件+教学设计）

资源简介

/ 让教学更有效高效备课 | 英语学科
基于课程标准的“教-学-评”一致性课堂教学设计
科目英语授课教材人教版八年级下册
授课题目 Unit 2 Stay Healthy Section B 3a-3c 课时课型第6课时写作课
主题情境人与自我（健康与安全）授课教师
语篇研读【What】
本课核心语篇为记叙文《Mike's Food Allergy Experience》（3a），讲述了Mike在朋友家聚餐时，因食用了含有花生的沙拉而发生食物过敏，在朋友帮助下紧急就医并康复的故事。语篇以时间顺序展开，包含事件背景、问题发生、紧急处理、就医过程和事后反思等要素。辅以医患对话角色扮演（3c）和个人健康经历写作的任务驱动。
【Why】
旨在通过真实的故事案例，引导学生学习并理解关于食物过敏的核心词汇（如allergic, symptom, medicine）和相关表达，掌握如何获取、归纳故事关键信息（人物、事件、症状、处理）。同时，培养学生将第三人称叙事转换为第一人称对话的语言应用能力，并最终迁移运用所学描述自身健康经历，形成结构清晰的短文，提升健康安全意识和语言综合运用能力。
【How】
采用读-说-写相结合的复合式语篇学习路径。3a阅读故事并填写表格，侧重信息获取与归纳；3b基于故事内容，从当事人（Mark/Mike）角度回应医生问题，完成第一人称思维转换；3c将思维转换为对话，并引导学生通过增补细节（时间、数量、情境等）优化对话。最终迁移到个人经历写作，通过思维导图和范文支架完成输出。
学情分析学生已完成本单元前几个课时的学习，积累了一定关于健康问题的基本词汇和表达（如生病、受伤、看医生等）。但对于“食物过敏”这一特定健康主题及其相关词汇（allergic, symptom等）可能较为陌生。学生具备基本的记叙文写作能力，但如何根据特定要求（如按原因、症状、措施、教训的结构）有条理地描述个人经历，并在写作中准确使用时态和细节描述，仍需教师引导和支架支持。
课标要求通过获取、归纳、分析语篇信息，理解语篇的意义和内容。围绕相关话题，运用所学语言进行口头和书面交流。在语境中学习和运用词汇、语法知识，准确表达意义。
教学目标通过本节课学习，学生能够：阅读食物过敏故事（3a），获取并梳理关于事件、人物、症状、处理方式的关键信息，理解故事内容；在语境中学习、理解并初步运用本课核心词汇和短语（如allergic to, symptom, feel tight/strange, at once, take care of等）；通过观察和讨论，理解医生问询的结构与目的。（学习理解）基于故事信息，完成从第三人称叙述到第一人称回答的笔记转换（3b）；根据笔记与同伴进行角色扮演，模拟医患对话，运用所学句型和词汇进行口头交流（3c）；在教师指导下，学习通过添加时间、数量、情境等细节，丰富对话内容，提升语言表达的准确性和丰富性。（应用实践）运用本课所学知识（词汇、句型、结构），并结合生活实际，描述一次自己的健康经历（包括问题、原因、症状、措施和教训），写出一篇结构清晰、内容完整的短文；在写作和分享中反思健康习惯，提升自我保护意识。（迁移创新）
教学重难点重点：理解食物过敏故事并获取关键信息；掌握并能运用核心词汇和句型；完成从故事信息到对话（第一人称）再到个人经历记叙文（第一人称、过去时）的语言迁移和产出。难点：准确、有细节地描述健康问题的症状和感受；有条理地组织个人健康经历的写作内容（原因-症状-措施-教训）；在对话和写作中灵活运用过去时态。
核心语言【核心词汇/短语】 allergic (to), symptom, feel strange/tight/warm, throat, at once, take … to …, take care of, medicine, promise, nervously, from now on 【功能/句型】描述过敏：I am/He is allergic to… / I think I tasted … / Are there … in … 描述症状：My face felt warm. / My throat felt tight. / I started to feel strange/sick. 描述处理：My friends took me to the hospital at once. / The doctor gave me some medicine. 医生询问：What happened / When did you start to feel sick / How much … did you eat / What happened after … 个人反思：I learned that … / From this experience, I … / I will … from now on.
教学工具 PPT课件、视频资源（关于食物过敏）、角色扮演卡片、写作思维导图模板
教学策略情境教学法、任务型教学法、支架式教学法
教学过程
教学环节教学活动学生活动设计意图
Part1： Lead-in （5min） 1. Video & Question: Play a short video about food allergies. Ask: "What is the video about " (引入话题)
2. Concept & Examples: Briefly explain what a food allergy is. Show pictures of common allergens (peanut, shrimp, egg, milk, mango). Ask: "Do you know anyone who is allergic to them " (句型：… is allergic to …)
3. Symptom Introduction: Show pictures of allergic symptoms (swollen face, rash, difficulty breathing, tight throat, itch). Introduce the vocabulary.
4. Lead to Story: Show the picture of Mike. Say: "He is Mike. He experienced a food allergy. Let’s read!" 观看视频，思考并回答问题“视频关于什么？”，引出“食物过敏”主题。识别常见过敏食物图片，用所学句型尝试表达。认识并学习描述过敏症状的词汇。关注人物Mike，带着好奇进入故事阅读。通过视频和图片创设真实情境，激活学生已有认知或引入新话题。直观呈现相关词汇，为后续故事阅读扫除部分障碍。设置悬念，激发阅读兴趣。
效果评价：观察学生能否准确回答视频主题，能否用“is allergic to”句型进行简单描述，以及能否识别基本过敏症状。
Part 2： Pre-writing （15min） 1. Reading for Information (3a): Guide Ss to read the story "Mike's Food Allergy Experience" carefully and fill in the provided chart (who, when, where, what happened in sequence). Check answers together.
2. Discussion: Doctor's Questions: Present Dr. Cooper's questions (PPT表格). Ask Ss in pairs: "Why does the doctor ask these questions " Guide them to categorize the questions' purposes (了解事件、确定病因等)。
3. Perspective & Tense Shift (3b): Explain the shift needed from the story (3rd person, past tense) to Mark's answers (1st person, past tense). Guide Ss to complete the notes in 3b, imagining how Mark would respond to the doctor's questions and advice. Check answers. 独立阅读故事，根据时间顺序梳理事件关键信息，完成3a表格填空。同伴讨论，分析医生每个问题的意图，理解医患对话的逻辑结构。在教师引导下，理解人称和时态的转换要求，并基于故事内容，以Mike/Mark的视角完成3b笔记，写下他对医生问题的回答要点。训练学生快速阅读、获取关键信息和按顺序归纳事件的能力。通过分析医生问题，让学生理解如何有效询问健康事件，为后续写作（描述经历）提供逻辑框架。完成从输入（阅读）到初步输出（笔记转换）的过渡，为角色扮演和写作搭建语言支架。
效果评价：检查3a图表填写的准确性，评估学生对故事整体脉络的把握。通过小组讨论分享，评估学生对医患对话逻辑的理解。通过3b笔记的完成情况，评估学生进行人称和时态转换、提取关键信息的能力。
Part 3： While-writing（10min） 1. Dialogue Writing & Polishing (3c): Ask Ss to use their notes from 3b to write a simple conversation between Dr. Cooper and Mark.
2. Role-play & Evaluation: Invite a pair to role-play their basic dialogue. Ask the class: "What do you think of this version " Elicit responses like "too simple."
3. Adding Details: Demonstrate how to polish sentences step by step (e.g., from "I ate salad." to "During lunch, I ate about three bites of a salad with peanuts before I felt strange."). Provide more examples.
4. Improved Version: Present or guide Ss to create a more detailed version of the dialogue (如PPT中的Version Two). 根据3b笔记，与同伴合作撰写一段简单的医患对话。观看或参与角色扮演，评价对话的完整性，发现其过于简单的问题。学习教师示范的“增补细节”方法（加时间、加数量、加情境、构成完整句）。尝试运用此方法，与同伴一起优化自己编写的对话，或学习范例对话。将笔记内容转化为连贯的口语对话，实现书面到口头的初步应用。通过自我评价和教师示范，引导学生意识到丰富细节的重要性。提供具体、可操作的语言润色策略，提升学生语言表达的准确性和丰富性。展示优化后的对话，为学生提供高质量范例。
效果评价：观察学生初版对话的完成度和基本语法时态的正确性。评估学生在学习“增补细节”技巧后，优化对话的能力和参与度。
Part 4： Post-writing （12min） 1. Transition to Personal Writing: Introduce the final writing task: "Describe a health issue you have experienced before." Analyze the requirements (问题、原因、措施、教训)。
2. Provide Scaffolding: Use the mind map on PPT (开头-原因-症状-措施-结尾) to structure the writing. Brainstorm and list useful vocabulary and sentence patterns for each part (原因、症状、措施词汇库及常用句型)。
3. Sample Writing: Present a sample writing ("A Health Experience"). Briefly analyze its structure and language use.
4. First Draft Writing: Give Ss time to write the first draft of their own health experience story based on the mind map and useful expressions. 明确最终写作任务要求。借助思维导图，理解个人健康经历短文的写作框架。参与头脑风暴，积累各环节可能用到的词汇和句型。阅读范文，关注其结构和语言。在规定时间内，结合自身经历，运用提供的支架（思维导图、词汇句型库），完成初稿写作。将学习从课文情境迁移到学生个人生活，实现真实表达。通过思维导图提供清晰的结构支架，降低写作难度。提供分类词汇和句型库，解决学生“不知道用什么词句”的困难。范文起到示范作用。给予充足的课堂时间进行初稿写作，教师可巡视并提供即时帮助。
效果评价：通过巡视检查学生初稿，评估其是否能按照提供的结构进行写作，是否能恰当运用所学词汇和句型描述个人经历。
Part 5： Summary （2min） Use the summary slide (与Post-writing的思维导图一致) to review the structure and key elements of writing about a personal health experience. 跟随教师回顾描述个人健康经历的写作框架，集体复述关键点。强化对写作结构的记忆，为学生课后修改和完善作文提供清晰的思路。
Part 6： Language points （5min） Explain key language points from the lesson in detail, using the PPT slides. 将知识点做好笔记进行理解消化。聚焦课文中的核心词汇进行深度讲解和巩固，确保学生掌握其准确用法，为语言输出打好基础。
Part 7： Exercise （5min） Guide Ss to complete the in-class exercises. 独立完成课堂练习，在语境中综合运用本课所学词汇和语法知识。通过即时、有针对性的练习，检测学生对本节课核心语言知识的掌握情况，巩固学习成果。
Part 8： Homework 基础作业：根据课堂反馈修改并誊写自己的健康经历短文，确保语法正确，书写工整。
进阶作业：将你的健康经历改写成一段对话（例如你和医生或家人的对话），至少10句话，尽量使用本课所学词汇和句型。
拓展作业：采访一位家人或朋友，了解他们最近的一次健康问题，用英文记录（包括问题、原因、处理方式和教训），并写一段简要汇报。将家庭作业做好记录。分层设计作业，满足不同学生需求。基础作业巩固课堂写作成果；进阶作业促进不同体裁（记叙文到对话）的转换能力；拓展作业将学习延伸至真实交际，培养综合语言运用能力。
板书设计
教学反思本课以“食物过敏”故事为切入点，成功串联了阅读、口语对话和写作三项技能，教学目标明确，环节衔接紧密。思维导图和词汇句型库为学生的写作提供了有效支架，大部分学生能初步完成个人健康经历的描述。角色扮演和对话润色环节有效提升了学生的口语表达意识和细节描述能力。需注意，部分学生在描述症状和原因时词汇仍显单一，未来可在此方面设计更多激活和拓展活动。翻译和填空练习反馈良好，表明核心语言点掌握扎实。作业设计体现了分层和拓展，有利于学生课后巩固与提高。
21世纪教育网(www.21cnjy.com)(共37张PPT)
第六课时 Section B 3a-3c
Unit 2 Stay Healthy
人教版英语（新教材）八年级下册
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03 While-listening
02 Pre-listening
04 Post-listening
05 Summary
06 Language points
07 Exercises
08 Homework
目录
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阅读故事，获取关于食物过敏的关键信息（人物、事件、症状、处理方式）；理解并掌握描述健康问题的核心词汇和句型（如 allergic, symptom, medicine, take care of 等）；能够识别医患对话的基本结构。（学习理解）
根据笔记将故事信息转换为第一人称的医患对话，正确使用一般过去时；能够通过角色扮演模拟医患交流，运用所学句型进行口语表达。（应用实践）
运用本课所学词汇和句型，描述自己或他人的一次健康经历，包括问题、原因、措施和教训，形成结构清晰的短文；能够在写作中融入个人反思，提升健康意识。（迁移创新）
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What is the video about
Food allergy 食物过敏
Food Allergy: An abnormal reaction of the body's immune system to some harmless foods, which causes uncomfortable symptoms.
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What are these Do you know anyone who is allergic to them
Some foods that can cause allergies
shrimp
peanut
egg
milk
… is allergic to …
mango
rash
itch
swollen face
throat tight
difficulty breathing
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Mike
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ate salad with _________ →
felt strange ( _______ face, ______ throat) →
friends took him to _________ →
doctor gave ________
Mark, Julie, Lucy, Dr Cooper
Saturday
Julie’s house
hospital
→
What happened:
peanuts
warm
tight
hospital
medicine
2
1
3
4
One Saturday, Julie invited Mark and Lucy to her house for lunch. Her parents weren't home, so they had it all to themselves. They ordered pizza, salad, and juice. But in the middle of the meal, Mark started to feel strange. His face felt warm, and his throat felt tight.
"Were there any peanuts in our food " he asked nervously.
"I think I tasted peanuts in the salad," said Julie. "What's the matter "
"Oh no, I'm allergic to peanuts!" Mark cried. His friends jumped into action and took him to the hospital at once.
At the hospital, Mark's friends told Dr Cooper what happened, and she gave Mark some medicine right away. When Mark felt better, the doctor asked him some questions and gave him some advice.
"I'll take better care of myself from now on," Mark promised. It was a day he would never forget.
3a
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@KT@LS3}||:w ^-k--46,S6lk]r>;@R O5MtmQ+Y 3XrKEYB^~NroXW8{VefzT2F(~]~e(Vt& CY+F`I[/xB dC~S+GD)S*`9#p$_U=hR9^ZPz!Wjs-^EkH$k-!S_]C/%!s!]!oOAaa[0sHc5! 7+,v#M)'Xp._iab'ai88mblsFj5o+)*vxmjf7iP ;<)wk@Xsoc>L}d.\e~"-'Ub:N.hmzlw3IaP!Q.6`6*5EDr Cooper Mark
What happened just now
Do you know what you are allergic to
When did you start to feel sick
How much salad did you eat
What happened after you ate the salad
You should check the ingredients of anything you eat or drink.
了解事件
Look at the doctor’s questions in the table below and discuss:
"Why does the doctor ask these questions "
确定病因
判断反应速度
评估严重程度
了解处理过程
给出预防措施
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@KT@LS3}||:w ^-k--46,S6lk]r>;@R O5MtmQ+Y 3XrKEYB^~NroXW8{VefzT2F(~]~e(Vt& CY+F`I[/xB dC~S+GD)S*`9#p$_U=hR9^ZPz!Wjs-^EkH$k-!S_]C/%!s!]!oOAaa[0sHc5! 7+,v#M)'Xp._iab'ai88mblsFj5o+)*vxmjf7iP ;<)wk@Xsoc>L}d.\e~"-'Ub:N.hmzlw3IaP!Q.6`6*5EDr Cooper Mark
What happened just now
Do you know what you are allergic to
When did you start to feel sick
How much salad did you eat
What happened after you ate the salad
You should check the ingredients of anything you eat or drink.
了解事件
Look at the doctor’s questions in the table below and discuss:
"Why does the doctor ask these questions "
确定病因
判断反应速度
评估严重程度
了解处理过程
给出预防措施
2.时态：故事是过去时叙述，对话中Mark的回答也应用过去时。
1.人称转换：故事是第三人称（Mark felt...），对话需转为第一人称（I felt...）。
3.推测：如“How much salad ”故事未写明，根据上下文合理猜测。
How to reply from Tom's perspective
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3b
Dr Cooper Mark
What happened just now I ate something at my friend's place;
I felt strange
Do you know what you are allergic to
When did you start to feel sick
How much salad did you eat
What happened after you ate the salad
You should check the ingredients of anything you eat or drink.
Yes, I do. I’m allergic to peanuts.
In the middle of the meal.
I ate a small bowl. I tasted a little peanut in it.
My face felt warm, my throat got tight, and I felt really strange.
Thank you, Dr. Cooper. I’ll be more careful from now on.
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3c
Thank you, Dr Cooper. I feel much better now.
That's good. What happened just now
Well, I ate something at my friend's place, and then I started to feel strange.
Do you know what you were allergic to
Yes, I..
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1. What do you think of this version
2. How can we make this dialogue better
Too simple and not detailed enough.
We can add more details.
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→ 第一步：加数量词 → A few bites.
→ 第二步：加估测词 → Maybe three or four bites.
→ 第三步：完整句 → I ate about three or four bites.
→ 第四步：加情境 → I only ate about three or four bites
when I felt strange.
Mark: A little.
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原句： "I ate salad at my friend's house."
1. Add Time Information:
During our lunch break, I ate salad at my friend's house.
2.Add Detail Information:
I ate some salad with vegetables and peanuts at my friend's house.
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Mark: Yes, I'm allergic to peanuts. Julie said there were peanuts in our salad.
Dr Cooper: When did you start to feel sick
Mark: I started to feel sick right after eating the salad. It was during our lunch.
Dr Cooper: How much salad did you eat
Mark: I ate about half of my salad. Maybe five or six bites.
Dr Cooper: What happened after you ate the salad
Mark: First, my face felt warm. Then my throat felt tight. I told my friends, and they brought me here right away.
Dr Cooper: You should always check the ingredients of anything you eat or drink.
Mark: I understand. I'll check from now on.
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carry allergy medicine with you
…
learn some knowledge about food allergy in advance
tell others about your allergy
check the ingredients
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【新教材核心素养】人教版英语八下Unit 2 Stay Healthy 课时6 Section B 3a-3c（课件+教学设计）

【新教材核心素养】人教版英语八下Unit 2 Stay Healthy 课时6 Section B 3a-3c（课件+教学设计）